Application of Cognitive Load Theory to Developing a Measure of Team Decision Efficiency

Abstract : Improving human systems integration through technologically advanced training and performance aids has become increasingly important to military transformation. Measures of improved cognitive and coordination processes arising from the employment of transformational tools are necessary to guide the refinement and future development of such technologies. In this paper we describe a Cognitive Load Theory approach to developing a combinatory measure of individual workload and team performance following an experimental intervention involving training and a Decision Support System. We discuss how indicators of what we term team decision efficiency can improve assessing the effectiveness of transformational processes and technologies.

[1]  S. Hart,et al.  Development of NASA-TLX (Task Load Index): Results of Empirical and Theoretical Research , 1988 .

[2]  R. Mayer,et al.  A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory , 1998 .

[3]  Janis A. Cannon-Bowers,et al.  Performance measurement tools for enhancing team decision-making training. , 1997 .

[4]  Slava Kalyuga,et al.  Managing split-attention and redundancy in multimedia instruction , 1999 .

[5]  F. Paas,et al.  Measurement of Cognitive Load in Instructional Research , 1994, Perceptual and motor skills.

[6]  Kimberly A. Smith-Jentsch,et al.  Decision making under stress: Creating a research methodology. , 1998 .

[7]  Stephen M. Fiore,et al.  Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments , 2002 .

[8]  Joan H. Johnston,et al.  Decision Support for Air Warfare: Detection of Deceptive Threats , 2004 .

[9]  Joan H. Johnston,et al.  A Schema-Based Approach to Measuring Team Decision Making in a Navy Combat Information Center , 2000 .

[10]  F. Paas,et al.  Cognitive Load Theory and Instructional Design: Recent Developments , 2003 .

[11]  K. Smith-Jentsch,et al.  Team dimensional training: A strategy for guided team self-correction. , 1998 .

[12]  John Sweller,et al.  Cognitive Load During Problem Solving: Effects on Learning , 1988, Cogn. Sci..

[13]  F. Paas,et al.  Cognitive Load Measurement as a Means to Advance Cognitive Load Theory , 2003 .

[14]  E. Salas,et al.  Team cognition : understanding the factors that drive process and performance , 2004 .

[15]  Stephen M. Fiore,et al.  Training individuals for distributed teams: problem solving assessment for distributed mission research , 2002, Comput. Hum. Behav..

[16]  Fred Paas,et al.  Exploring Multidimensional Approaches to the Efficiency of Instructional Conditions , 2004 .

[17]  F. Paas.  Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. , 1992 .

[18]  J. Sweller.  COGNITIVE LOAD THEORY, LEARNING DIFFICULTY, AND INSTRUCTIONAL DESIGN , 1994 .

[19]  Stephen M. Fiore,et al.  Fostering constructive cognitive and metacognitive activity in computer-based complex task training environments , 2004, Comput. Hum. Behav..

[20]  A. Baddeley.  Is Working Memory Working? The Fifteenth Bartlett Lecture , 1992 .

[21]  Alfred Bork,et al.  Multimedia in Learning , 2001 .

[22]  J. Sweller,et al.  Reducing cognitive load by mixing auditory and visual presentation modes , 1995 .

[23]  R. Mayer,et al.  Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity , 1999 .